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Universal Design for Learning (UDL)/Special Students in Regular Classrooms*
 
Course Description
    

This workshop provides an introduction to the concept of Universal Design for Learning (UDL), and strategies for implementing a UDL approach in instructional settings. Universal Design for Learning is an approach to teaching and learning and the development of curriculum and assessment that draws on current brain research and new media technologies to respond to individual differences. This workshop is designed to acquaint participants with UDL principles and provide practical, hands-on experience using software tools and digital media for learning support. Participants will explore how these tools can be incorporated into their classroom practice and plan a lesson that uses these tools.

* This course is available to full time classroom teachers as well as teachers who have held certification who are not currently in the classroom.

 
Course Syllabus
    

This course provides an introduction to the concept of Universal Design for Learning (UDL), and strategies for implementing a UDL approach in instructional settings. Universal Design for Learning is an approach to teaching and learning and the development of curriculum and assessment that draws on current brain research and new media technologies to respond to individual differences. This course is designed to acquaint participants with UDL principles and provide practical, hands-on experience using software tools and digital media for learning support. Participants will explore how these tools can be incorporated into their classroom practice and plan a lesson that uses these tools.

Goals and Objectives

During this course, participants will learn skills and strategies to:

Understand the basic principles of Universal Design for Learning;

Address diverse learning needs in the 21st century;

Extend learning opportunities for all students through digital technologies and explore a variety of these tools;

Develop strategies to universally design classroom assessments;

Understand how differentiated instruction relates to UDL; and

Analyze curriculum barriers and develop a plan to address these barriers using UDL principles.

Audience

This course is designed for teachers, curriculum specialists, professional development specialists, or other school personnel. Participants are expected to have regular access to computers and be proficient with using email and web-browsers.

Course Details

This course is divided into seven one-week sessions: an Orientation and six content-based sessions. Each content session includes readings, activities, and an online discussion among course participants. The time for completing each content session is estimated to be between 6.5 to 7 hours. 

Session One: What is Universal Design for Learning (UDL)?

Session Two: Taking a 21st Century Perspective

Session Three:  Multiple Means of Representation and Alternatives to the "Text"book

Session Four: Multiple Means of Expression and Universal Assessments

Session Five: Multiple Means of Engagement and Differentiating Instruction

Session Six: Bringing It All Together


Course Certificate and Non-degree Graduate Credit

Upon successful completion of this course, Special Students in Regular Classrooms/UDL, participants will receive a Certificate of Completion documenting successful completion of the course requirements. Certificates are distributed to each qualifying participant by attachment to the Final Project Dropbox shortly after the completion of the course.

Participants in this course are eligible to receive non-degree graduate credits from either West Virginia University, Marshall University, West Virginia State University or Concord University. Credits will be awarded at the end of the semester in which the course occurs. Additional information is available on the course News/Welcome Page.

Assessment

Participation in all session discussion forums;

Completion of the course’s final project, submitted to the course dropbox and posted in the appropriate discussion forum; and

Completion of the orientation and final course surveys.

Orientation Quiz
Participants will complete an Orientation Quiz during the Orientation Session. The quiz may be taken as many times as necessary to score the required 90% proficiency.

Readings and Activities
Participants are expected to complete the required course readings and activities as posted in each of the session assignment pages. Optional readings may also be completed, but are not mandatory.

Discussion Participation
Participants will be evaluated weekly on the frequency and quality of their participation in the discussion forum. Participants are required to post a minimum of one substantial original posting each session in response to the discussion prompt for that session by Sunday evening. Participants are to respond thoughtfully to a minimum of two colleagues' original postings each session by Monday evening. They are to read all original messages by course participants and enough additional responses to make a total of 50% of the messages posted for that session by Tuesday evening. Postings will be evaluated on their relevance, demonstrated understanding of course concepts, examples cited and overall quality.  

You will be asked to peer review other participants' projects in the Discussions using PQP. The PQP Help Guide will assist you to complete this successfully. Your project will be posted to the Discussion Forum by Sunday during Sessions Three and Six for PQP. Participants are required to follow the guidelines within the course and make constructive suggestions about colleague’s work when asked.

Course Activities
Participants are expected to complete the course readings and activities as posted in each of the session assignment pages. Activities may include exploring websites related to course content, watching online video clips, using specific technology applications, and working on the final project.

Final Project
As a final project for this course, participants will create a lesson plan utilizing the principles of Universal Design. The plan will include connections to standards, an analysis of curriculum barriers, a plan to address these barriers, and a plan for assessment. Participants are expected to work independently on the final project throughout the course, and should submit a completed final project to the facilitator before the end of the final session of this course. The Final Project Rubric will be used by the facilitator to evaluate the Final Project. The Final Project will be submitted to the course dropbox during Sessions Three and Six for facilitator review and evaluation.

Grades
All grades in the course gradebook must be a "C" for successful course completion. A grade of "C" indicates that all work has been completed and the work meets the expectations for that assignment.
The grade scheme for this course will be:
C = all work meets the guidelines provided
I = the work submitted is incomplete and/or does not meet the guidelines provided
N = no work has been submitted 

Copyright
Copyright guidelines are to be observed throughout the course project and all course activities. All work associated with the course project is to be the original work of the course participant. Fair Use does not apply to the course project.

Course Surveys
Participants are expected to complete an orientation survey by Sunday during Session One of the course, and a final survey by Sunday of Session Six.

Standards

Participants will identify specific WV NxG CSOs for English Language Arts, Social Studies and Mathematics. All other subject area will utilize the WV Content Standards and Objectives (http://wvde.state.wv.us/csos/) for their subject area as they engage in course content. The WV 21st Century Technology Tools will also be referenced in the course project.

This course meets the standards for Content, Instructional Design, and Technology as defined in the National Standards of Quality for Online Courses, published by the International Association for K-12 Online Learning (iNACOL).

This course provides teachers with an opportunity to meet the Engage in Professional Growth and Leadership standard as defined in the National Educational Technology Standards and Performance Indicators for Teachers, published by the International Society for Technology in Education (ISTE).

About this Course

This course was developed by EdTech Leaders Online at Education Development Center, Inc. (EDC). EdTech Leaders Online provides capacity building, training, and online courses for school districts, state departments of education, and colleges and universities.

Last update: December 2014

© 2014 Education Development Center, Inc., through its project, EdTech Leaders® Online, http://www.edtechleaders.org. All rights reserved.